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Westphal, Kenneth R. – Theory and Research in Education, 2012
Moral particularism, defined as the view that moral judgment does not require moral principles, has become prominent both in moral philosophy and in philosophy of education. This article re-examines Nussbaum's case for particularism, based on Sophocles' "Antigone", because her stress on sensitive appreciation of circumstantial specifics is…
Descriptors: Philosophy, Value Judgment, Liberal Arts, Moral Development
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Royzman, Edward B.; Leeman, Robert F.; Baron, Jonathan – Cognition, 2009
In this paper, we offer an overview and a critique of the existing theories of the moral-conventional distinction, with emphasis on Nichols's [Nichols, S. (2002). Norms with feeling: Towards a psychological account of moral judgment. "Cognition, 84", 221-236] neo-sentimentalist approach. After discussing some distinctive features of Nichols's…
Descriptors: Norms, Value Judgment, Ethics, Moral Development
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Cushman, Fiery – Cognition, 2008
Recent research in moral psychology has attempted to characterize patterns of moral judgments of actions in terms of the causal and intentional properties of those actions. The present study directly compares the roles of consequence, causation, belief and desire in determining moral judgments. Judgments of the wrongness or permissibility of…
Descriptors: Value Judgment, Punishment, Moral Development, Moral Values
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Derryberry, W. Pitt; Thoma, Stephen J. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2005
Current models of moral functioning such as those of Rest (1983) and Damon and Hart (1988) have maintained that optimal moral development and consistent moral action require the presence of multiple constructs. In order to examine the importance of the presence of multiple variables relevant to moral functioning, structural equation modeling was…
Descriptors: Value Judgment, Structural Equation Models, Moral Development, College Students
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Krebs, Dennis L.; Denton, Kathy; Wark, Gillian – Journal of Moral Education, 1997
Observes that the Kohlbergian model of morality does not give a good account of the ways in which people make moral decisions in their everyday lives. Argues that a functional model of moral judgment and moral behavior derived from evolutionary theory may supply a better account of real-life morality. (DSK)
Descriptors: Decision Making, Decision Making Skills, Individual Development, Moral Development
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Prentice, Joan L.; And Others – Journal of Research and Development in Education, 1989
This literature review examines the potential of selective recall for assessing level of moral reasoning. Rest's Defining Issues Test was administered to five individuals to test the applicability of certain principles of selective recall in assessing moral reasoning. (IAH)
Descriptors: Adolescents, Adults, Measures (Individuals), Moral Development
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Sam, Andrea; Wright, Ian – American Annals of the Deaf, 1988
Modified dilemmas from the Kohlberg Moral Judgment Instrument were administered to 15 hearing-impaired students, aged 12-15. Analyses indicated that subjects reasoned at Stages 1-2, whereas Kohlberg's norms indicate that hearing peers reason at Stages 2-4. A positive correlation was found between subjects' average scores for moral reasoning and…
Descriptors: Abstract Reasoning, Comparative Analysis, Hearing Impairments, Junior High Schools
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Bunch, Wilton H. – Journal of Moral Education, 2005
Gains in moral judgement, as measured by the Defining Issues Test (DIT), correlate strongly with advancing education. Curricula that are strongly biblically based may not promote, and students with a strong fundamentalist orientation may not demonstrate, such moral growth. Students at an interdenominational, but very conservative seminary,…
Descriptors: Ethics, Moral Development, Moral Values, Student Attitudes
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Krettenauer, Tobias – International Journal of Behavioral Development, 2004
The present study investigates whether epistemic cognition in moral domain (dubbed "metaethical cognition") develops analogously to epistemic reasoning regarding empirical knowledge. The study's conceptual framework distinguishes two main areas of metaethical cognition (beliefs about the nature of moral judgments and conceptions of the process of…
Descriptors: Adolescents, Value Judgment, Moral Development, Ethics
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Cortese, Anthony J. – Merrill-Palmer Quarterly, 1984
Reviews Kohlberg's research on moral development and criticizes standard issue scoring, a measure of individual developmental stages of moral judgment. Discusses problems with the Moral Judgment Interview's content and scoring, suggesting longitudinal, comparative, and gender-related research needed to resolve problems of validity and reliability.…
Descriptors: Concept Formation, Developmental Stages, Measurement Techniques, Moral Development
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Derryberry, W. Pitt; Thoma, Stephen J. – Journal of Moral Education, 2005
Applying Snyder and Feldman's 1984 consolidation-transition model to moral judgement development has enabled further understanding of how moral judgement translates to moral functioning. In this study, 178 college students were identified as being in consolidated versus transitional phases of moral judgement development using Rest's Defining…
Descriptors: Ethics, Moral Development, Moral Values, Value Judgment
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Mouratidou, Katerina; Goutza, Stavroula; Chatzopoulos, Dimitrios – European Physical Education Review, 2007
Moral development is one of the goals of physical education (PE). However, few programmes have been implemented to investigate how moral development is promoted in PE settings. This study was designed in order to explore the effectiveness of a six-week specially designed moral development intervention in the PE domain in high school students, and…
Descriptors: Experimental Groups, Control Groups, Physical Education, Teaching Styles
Thomas, R. Murray; Rasheed, Mohammed A. – 1990
An analysis of the opinions of 126 Saudi Arabian and of 166 U.S. students about 6 instances of law violations indicated that the gender of the student making the moral judgment was not a dominant factor in the student's selecting consequences to be experienced by people who committed the acts represented in the 6 cases. However, there were…
Descriptors: Comparative Analysis, Cultural Differences, Developmental Psychology, Foreign Countries
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Collier, Gerald – Studies in Higher Education, 1993
It is argued that there is an urgent need to teach college students to recognize and think critically about moral issues. The existential dimension of this education is examined, and two methods of teaching values are discussed: systematic use of small group discussion, and use of fictional films and literature. (MSE)
Descriptors: Classroom Techniques, College Students, Discussion (Teaching Technique), Educational Needs
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Miller, John P.; Asselin, Bob – History and Social Science Teacher, 1985
Designed for students in grades 5 and 6, Operation Aware focuses on how peers can influence behavior, particularly in the areas of dating, drugs, stealing, and class skipping. Evaluation results indicate that the project has had a positive impact on moral reasoning, particularly boys' reasoning. (RM)
Descriptors: Attendance, Comparative Education, Dating (Social), Drug Education